Development of International Awareness in Guatemalan Secondary Students PDF Download
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Author: United States Information Agency. Office of Research
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 58
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Book Description
Author: United States Information Agency. Office of Research
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 58
Get Book Here
Book Description
Author: United States Information Agency. Office of Research
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 0
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Book Description
Author: United States Information Agency
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 1158
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Book Description
Author: Helen Abadzi
Publisher: World Bank Publications
ISBN:
Category : Education
Languages : en
Pages : 96
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Book Description
Abstract: Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.
Author: Christopher Chase-Dunn
Publisher: Rowman & Littlefield Publishers
ISBN: 1461636965
Category : Social Science
Languages : en
Pages : 264
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Book Description
This book presents research, analysis, and reflections on the major issues of Guatemalan development and democracy: the role of the military, the involvement of Mayan communities in national development, the possible emergence of more inclusive political institutions and the roles of international forces and agencies in Guatemalan social change. The chapters in this book are written by some of the most prominent scholars and public policy experts from Guatemala and the United States.
Author:
Publisher:
ISBN:
Category : Public administration
Languages : en
Pages : 1228
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Author: Harika Masud
Publisher: World Bank Publications
ISBN: 1464810729
Category : Education
Languages : en
Pages : 142
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Book Description
Budget literacy is defined as 'the ability to read, decipher, and understand public budgets to enable and enhance meaningful citizen participation in the budget process'. It is comprised of two main parts - (i) a technical understanding of public budgets, including familiarity with government spending, tax rates and public debt and; (ii) the ability to engage in the budget process, comprising of practical knowledge on day-to-day issues, as well as an elementary understanding of the economic, social and political implications of budget policies, the stakeholders involved and when and how to provide inputs during the annual budget cycle. Given that no international standards or guidelines have been established for budget literacy education to date, this book seeks to address this gap by taking stock of illustrative initiatives promoting budget literacy for youth in selected countries. The underlying presumption is that when supply-side actors in the budget process -- governments -- simplify and disseminate budget information for demand-side actors -- citizens -- this information will then be used by citizens to provide feedback on the budget. However, since citizens are often insufficiently informed about public budgets to constructively participate in budget processes one way to empower them and to remedy the problem of "budget illiteracy" is to provide budget-literacy education in schools to youth, helping them evolve into civic-minded adults with the essential knowledge needed for analyzing their government's fiscal policy objectives and measures, and the confidence and sense of social responsibility to participate in the oversight of public resources. This book elaborates on approaches, learning outcomes, pedagogical strategies and assessment approaches for budget literacy education, and presents lessons that are relevant for the development, improvement, or scaling up of budget literacy initiatives.
Author: Julie G. Stewart
Publisher: Jones & Bartlett Learning
ISBN: 1284163180
Category : Nurse practitioners
Languages : en
Pages : 394
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Book Description
Author: Marjorie Florestal
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The world is flat. Globalization and technology have opened pathways into other countries and cultures, and those of us who teach law in this environment must be able to take advantage of those openings. A few years ago, I was asked to teach International Trade and Development Law in Guatemala. Although I had taught the course numerous times at my home institution in California, designing and implementing the course for a Guatemalan audience would require some re-framing. International trade law is, by definition, consistent across borders thus the core legal concepts do not change whether I am teaching in Guatemala or California. But to be effective, a trade course taught in Guatemala would have to take that country's unique social, economic and cultural history into consideration. I am a storyteller, thus I began my inquiry in Guatemala by exploring its rich storytelling tradition. Almost immediately, I came across a teaching story that provided a frame for my musings. In A Tale of Two Compadres, a poor man asks his rich neighbor to teach him how to become economically successful. But the rich compadre was the jealous and envious sort, so he advised the poor man to kill his bull and sell its “package” abroad. Thinking this was real advice, the poor man obeyed. Through a strange and unexpected twist of fate, the poor compadre becomes a rich man. And so the rich compadre goes to his formerly poor compatriot seeking his advice on how to become wealthy. The (formerly) poor man offers up the same advice the rich compadre had once given him. But the rich man was not so lucky. He proved to be an unworthy teacher, and thus he was destined to live out the rest of his days in poverty. In designing my course for a Guatemalan audience, I sought to be a worthy teacher. This essay explores the lessons I learned teaching the course as part of a unique program designed by Pacific McGeorge Law School (my home institution). While some of those lessons are particular to that experience and do not easily translate (pun intended!), much of what my bilingual and bicultural students taught me has a great deal to tell us about how to effectively teach trade concepts to students across cultures and around the world.
